George Sugai
Biographic Data
| ID | 1584789 |
|---|---|
| NAME | George Sugai |
| GIVEN NAMES | George |
| FAMILY NAME | Sugai |
| SIGNATURE | SUGAI G |
| AFFILIATIONS | University of Connecticut |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 16 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Supports to Improve Academic Outcomes With Racially and Ethnically Minoritized Youth
For decades, racially and ethnically minoritized youth have been subject to unequal distributions of access and opportunity in school, leading to inequities in academic outcomes. Educators require knowledge and skills to provide relevant instruction and create a more supportive, effective classroom environment. This systematic review includes 24 qualitative and quantitative studies in which researchers investigated a culturally responsive classro…
MTSS Coaching
Improving educator effectiveness and school functioning requires continuous attention to practice selection, implementation fidelity, and progress monitoring, especially in the context of systemic school reform efforts. As such, supporting professional development must be targeted, comprehensive, efficient, and relevant. In particular, coaching must be established to bridge the implementation gap from knowing-to-doing. To increase the precision w…
Student Perceptions of School Climate as Predictors of Office Discipline Referrals
Research indicates that school climate influences students’ academic, social, and behavioral outcomes. Therefore, improving school climate provides a promising avenue for preventing academic, social, and behavioral difficulties. Research has examined school-level measurement of school climate, but few studies have examined student-level responses to school climate and student perceptions of school climate and their academic, social, and behaviora…
Funding Support for School-Wide Positive Behavioral Interventions and Support Implementation and Scale-Up
The process of selecting, implementing, and scaling-up evidence-based practices is a major focus and difficult accomplishment for states. Renewed commitment to improving student outcomes has led directly to the need for effective practices implemented at scale. The funding decisions made at state, regional, and district levels remain a key to large-scale implementation of effective practices. In this article, we summarize the funding decisions of…
Academic Achievement and School-Wide Positive Behavior Supports
School-wide positive behavior supports (SWPBS) is designed to improve learning environments by increasing the (a) amount of time students are in school (e.g., decreased out-of-school suspensions), (b) proportion of minutes students are engaged in instruction, and (c) level of academic engagement of students during instruction. The underlying assumption is that by improving social behavior, schools have more time to deliver effective instruction. …
A genetic historical sketch of European Gypsies
In this study, 123 unrelated Portuguese Gypsies were analyzed for 15 highly polymorphic autosomal short tandem repeats (STRs). Average gene diversity across the 15 markers was 76.7%, which is lower than that observed in the non‐Gypsy Portuguese population. Subsets of STRs were used to perform comparisons with other Gypsy and corresponding host populations. Interestingly, diversity reduction in Gypsy groups compared to their non‐Gypsy surrounding …
Responsiveness-to-Intervention and School-Wide Positive Behavior Supports
The Individuals with Disabilities Education Act and No Child Left Behind emphasize the use of scientifically based research to improve outcomes for students. From this emphasis, response-to-intervention has evolved. We present one perspective on the defining features of response-to-intervention and application of those features to school-wide positive behavior supports (SWPBS). We suggest that the initial purpose of response-to-intervention has e…
A Randomized, Wait-List Controlled Effectiveness Trial Assessing School-Wide Positive Behavior Support in Elementary Schools
We report a randomized, wait-list controlled trial assessing the effects of school-wide positive behavior support (SWPBS). An effectiveness analysis was conducted with elementary schools in Hawaii and Illinois where training and technical assistance in SWPBS was provided by regular state personnel over a 3-year period. Results document that the training and technical assistance were functionally related to improved implementation of universal-lev…
Evidence-based Practices in Classroom Management
Classroom management is a critical skill area. Teachers should be trained and supported in implementing practices that are likely to be successful; that is, practices that are backed by evidence. The purpose of this paper is to describe the outcomes of a systematic literature search conducted to identify evidence-based classroom management practices. Although the need for additional research exists, 20 practices, in general, were identified as ha…
A Promising Approach for Expanding and Sustaining School-Wide Positive Behavior Support
Educators and psychologists are concerned about problem behavior. Fortunately, effective interventions and practices have been documented for addressing this problem behavior. However, sustained and expanded uses of these interventions and practices have not been consistent or widespread. One promising approach to the systemic and sustained implementation of these practices is school-wide positive behavior support (SWPBS). The SWPBS effort emphas…
The Evolution of Discipline Practices
In response to public requests to improve the purpose and structure of discipline systems, schools have increased their emphases on “school-wide” positive behavior support. The thesis of this paper is that the current problem behavior of students in elementary and middle schools requires a preventive, whole-school approach. The foundation for such an approach lies in the emerging technology of positive behavior support. The features of positive b…
Student Perceptions of School Climate as Predictors of Office Discipline Referrals
Research indicates that school climate influences students’ academic, social, and behavioral outcomes. Therefore, improving school climate provides a promising avenue for preventing academic, social, and behavioral difficulties. Research has examined school-level measurement of school climate, but few studies have examined student-level responses to school climate and student perceptions of school climate and their academic, social, and behaviora…
MTSS Coaching
Improving educator effectiveness and school functioning requires continuous attention to practice selection, implementation fidelity, and progress monitoring, especially in the context of systemic school reform efforts. As such, supporting professional development must be targeted, comprehensive, efficient, and relevant. In particular, coaching must be established to bridge the implementation gap from knowing-to-doing. To increase the precision w…
Academic Achievement and School-Wide Positive Behavior Supports
School-wide positive behavior supports (SWPBS) is designed to improve learning environments by increasing the (a) amount of time students are in school (e.g., decreased out-of-school suspensions), (b) proportion of minutes students are engaged in instruction, and (c) level of academic engagement of students during instruction. The underlying assumption is that by improving social behavior, schools have more time to deliver effective instruction. …
A genetic historical sketch of European Gypsies
In this study, 123 unrelated Portuguese Gypsies were analyzed for 15 highly polymorphic autosomal short tandem repeats (STRs). Average gene diversity across the 15 markers was 76.7%, which is lower than that observed in the non‐Gypsy Portuguese population. Subsets of STRs were used to perform comparisons with other Gypsy and corresponding host populations. Interestingly, diversity reduction in Gypsy groups compared to their non‐Gypsy surrounding …
The Evolution of Discipline Practices
In response to public requests to improve the purpose and structure of discipline systems, schools have increased their emphases on “school-wide” positive behavior support. The thesis of this paper is that the current problem behavior of students in elementary and middle schools requires a preventive, whole-school approach. The foundation for such an approach lies in the emerging technology of positive behavior support. The features of positive b…
A Promising Approach for Expanding and Sustaining School-Wide Positive Behavior Support
Educators and psychologists are concerned about problem behavior. Fortunately, effective interventions and practices have been documented for addressing this problem behavior. However, sustained and expanded uses of these interventions and practices have not been consistent or widespread. One promising approach to the systemic and sustained implementation of these practices is school-wide positive behavior support (SWPBS). The SWPBS effort emphas…
Evidence-based Practices in Classroom Management
Classroom management is a critical skill area. Teachers should be trained and supported in implementing practices that are likely to be successful; that is, practices that are backed by evidence. The purpose of this paper is to describe the outcomes of a systematic literature search conducted to identify evidence-based classroom management practices. Although the need for additional research exists, 20 practices, in general, were identified as ha…
Responsiveness-to-Intervention and School-Wide Positive Behavior Supports
The Individuals with Disabilities Education Act and No Child Left Behind emphasize the use of scientifically based research to improve outcomes for students. From this emphasis, response-to-intervention has evolved. We present one perspective on the defining features of response-to-intervention and application of those features to school-wide positive behavior supports (SWPBS). We suggest that the initial purpose of response-to-intervention has e…
A Randomized, Wait-List Controlled Effectiveness Trial Assessing School-Wide Positive Behavior Support in Elementary Schools
We report a randomized, wait-list controlled trial assessing the effects of school-wide positive behavior support (SWPBS). An effectiveness analysis was conducted with elementary schools in Hawaii and Illinois where training and technical assistance in SWPBS was provided by regular state personnel over a 3-year period. Results document that the training and technical assistance were functionally related to improved implementation of universal-lev…
A genetic historical sketch of European Gypsies
In this study, 123 unrelated Portuguese Gypsies were analyzed for 15 highly polymorphic autosomal short tandem repeats (STRs). Average gene diversity across the 15 markers was 76.7%, which is lower than that observed in the non‐Gypsy Portuguese population. Subsets of STRs were used to perform comparisons with other Gypsy and corresponding host populations. Interestingly, diversity reduction in Gypsy groups compared to their non‐Gypsy surrounding …
Funding Support for School-Wide Positive Behavioral Interventions and Support Implementation and Scale-Up
The process of selecting, implementing, and scaling-up evidence-based practices is a major focus and difficult accomplishment for states. Renewed commitment to improving student outcomes has led directly to the need for effective practices implemented at scale. The funding decisions made at state, regional, and district levels remain a key to large-scale implementation of effective practices. In this article, we summarize the funding decisions of…
Academic Achievement and School-Wide Positive Behavior Supports
School-wide positive behavior supports (SWPBS) is designed to improve learning environments by increasing the (a) amount of time students are in school (e.g., decreased out-of-school suspensions), (b) proportion of minutes students are engaged in instruction, and (c) level of academic engagement of students during instruction. The underlying assumption is that by improving social behavior, schools have more time to deliver effective instruction. …
Student Perceptions of School Climate as Predictors of Office Discipline Referrals
Research indicates that school climate influences students’ academic, social, and behavioral outcomes. Therefore, improving school climate provides a promising avenue for preventing academic, social, and behavioral difficulties. Research has examined school-level measurement of school climate, but few studies have examined student-level responses to school climate and student perceptions of school climate and their academic, social, and behaviora…
MTSS Coaching
Improving educator effectiveness and school functioning requires continuous attention to practice selection, implementation fidelity, and progress monitoring, especially in the context of systemic school reform efforts. As such, supporting professional development must be targeted, comprehensive, efficient, and relevant. In particular, coaching must be established to bridge the implementation gap from knowing-to-doing. To increase the precision w…
Supports to Improve Academic Outcomes With Racially and Ethnically Minoritized Youth
For decades, racially and ethnically minoritized youth have been subject to unequal distributions of access and opportunity in school, leading to inequities in academic outcomes. Educators require knowledge and skills to provide relevant instruction and create a more supportive, effective classroom environment. This systematic review includes 24 qualitative and quantitative studies in which researchers investigated a culturally responsive classro…
Psychology (11 works) · Behavioral and Psychological Studies (10 works) · Medicine (8 works) · Intervention (counseling) (6 works) · Medical education (6 works) · Autism Spectrum Disorder Research (5 works) · Mathematics education (5 works) · Pedagogy (5 works) · Applied Psychology (4 works) · Computer Science (4 works)